Formative Assessment is the part of my instructional process which provides me with the information I need to adjust teaching and learning while it is happening. It informs both myself and the students about student understanding at a point where adjustments can still be made. These adjustments will help to ensure that my students are meeting the learning objectives and performances that have been set. In this unit I have included at least one formative assessment in each lesson. These assessments are usually worksheets or drawings that allow me to see at a quick glance whether or not the students have grasped a concept. My plan is to have a class work grade for each day that will be worth a small percent of the quarterly grade (perhaps 5%). To save on time, students will receive full credit as long as the class work is done on a given day. I will mark it in my grade book with a check if it was completed and a blank if it was not completed. This grade is meant to help the students' grades and to allow me to see whether or not the students are meeting the set checkpoints of that day's lesson. If I see through these assessments that students do not understand concepts, I can slow down my lessons or I can review the concept. I will also be using class discussions at the end of class which should help me determine whether or not the students have understood the lesson.
Summative Assessments are assessments that are given periodically to determine, at a particular point in time, what students know or do not know about a topic. The most common example of a summative assessment is an end of unit exam, but more recently these forms of assessments are being replaced with performance based assessments. A performance based assessment allows students to carry out the activities actually used in the real world. It helps measure skills that can not be assessed well with pen and paper such as, independent judgment, critical thinking, and decision making. For my unit, I have chosen to assign a performance based assessment for my summative assessment. This assessment will require students to apply all of the units central concepts to one project. I will be able to measure whether or not the students have understood the main themes of this unit without having to put them under the pressure of a written exam.
I have used both of these types of assessments because summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. To accomplish this, I included the daily formative assessments.
Assessment Plan:
Formative Assessment is the part of my instructional process which provides me with the information I need to adjust teaching and learning while it is happening. It informs both myself and the students about student understanding at a point where adjustments can still be made. These adjustments will help to ensure that my students are meeting the learning objectives and performances that have been set. In this unit I have included at least one formative assessment in each lesson. These assessments are usually worksheets or drawings that allow me to see at a quick glance whether or not the students have grasped a concept. My plan is to have a class work grade for each day that will be worth a small percent of the quarterly grade (perhaps 5%). To save on time, students will receive full credit as long as the class work is done on a given day. I will mark it in my grade book with a check if it was completed and a blank if it was not completed. This grade is meant to help the students' grades and to allow me to see whether or not the students are meeting the set checkpoints of that day's lesson. If I see through these assessments that students do not understand concepts, I can slow down my lessons or I can review the concept. I will also be using class discussions at the end of class which should help me determine whether or not the students have understood the lesson.
Summative Assessments are assessments that are given periodically to determine, at a particular point in time, what students know or do not know about a topic. The most common example of a summative assessment is an end of unit exam, but more recently these forms of assessments are being replaced with performance based assessments. A performance based assessment allows students to carry out the activities actually used in the real world. It helps measure skills that can not be assessed well with pen and paper such as, independent judgment, critical thinking, and decision making. For my unit, I have chosen to assign a performance based assessment for my summative assessment. This assessment will require students to apply all of the units central concepts to one project. I will be able to measure whether or not the students have understood the main themes of this unit without having to put them under the pressure of a written exam.
I have used both of these types of assessments because summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. To accomplish this, I included the daily formative assessments.